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Article
Potential of Automated Writing Evaluation Feedback
CALICO Journal
  • Elena Cotos, Iowa State University
Document Type
Article
Publication Version
Published Version
Publication Date
1-1-2011
DOI
10.1558/cj.v28i2.420-459
Abstract
This paper presents an empirical evaluation of automated writing evaluation (AWE) feedback used for L2 academic writing teaching and learning. It introduces the Intelligent Academic Discourse Evaluator (IADE), a new web-based AWE program that analyzes the introduction section to research articles and generates immediate, individualized, and discipline-specific feedback. The purpose of the study was to investigate the potential of IADE’s feedback. A mixed-methods approach with a concurrent transformative strategy was employed. Quantitative data consisted of responses to Likert-scale, yes/no, and open-ended survey questions; automated and human scores for first and final drafts; and pre-/posttest scores. Qualitative data contained students’ first and final drafts as well as transcripts of think-aloud protocols and Camtasia computer screen recordings, observations, and semistructured interviews. The findings indicate that IADE’s colorcoded and numerical feedback possesses potential for facilitating language learning, a claim supported by evidence of focus on discourse form, noticing of negative evidence, improved rhetorical quality of writing, and increased learning gains.
Comments

This article is from CALICO Journal 28 (2011): 420, doi:10.1558/cj.v28i2.420-459. Posted with permission.

Copyright Owner
CALICO Journal
Language
en
File Format
application/pdf
Citation Information
Elena Cotos. "Potential of Automated Writing Evaluation Feedback" CALICO Journal Vol. 28 Iss. 2 (2011) p. 420 - 459
Available at: http://works.bepress.com/elena_cotos/3/